Abstrak
This research is aimed at investigating the influence of Guided Discovery Learning and self-actualization on students’ cohesive devices mastery in writing recount text: (1) whether or not Guided Discovery Learning is more influential than Dyadic Essay; (2) whether the students having high self-actualization have better cohesive devices mastery in writing recount text than those having low self-actualization; and (3) whether there is an interaction between teaching methods and students’ self-actualization in mastering cohesive devices through writing recount text.

This experimental research was carried out in MTs Assalam Bangilan Tuban in the academic year of 2015/2016 from July to August 2015. The number of population was four classes (135 students) that consisted of the eighth grade A, B, C and D. The samples were the eighth grade B as the experimental group and A as the control group. Each group consisted of 38 students. The experimental group was treated by using Guided Discovery Learning, while the control group was treated by using Dyadic Essay. The data from the post-test were described using descriptive statistics and were tested for their normality and homogeneity. It was found out that the data were in normal distribution and homogeneous. After that, the data were analyzed using ANOVA and Tukey test.

The data analysis shows the following findings: (1) Guided Discovery Learning is more influential than Dyadic Essay on the students’ cohesive devices mastery in writing recount text; (2) The students having high self-actualization have better cohesive devices mastery in writing recount text than those having low self-actualization; and (3) there is an interaction between teaching methods and students’ self-actualization in mastering cohesive devices through writing recount text.

In light of the research findings, it was concluded that Guided Discovery Learning is an effective method to treat the students’ cohesive devices mastery in writing recount text. Therefore, it is recommended that: (1) teachers should apply Guided Discovery Learning to make students enjoy their learning in the classroom; (2) the students need to be actively involved in the learning activities in the classroom, asking questions, reading books, or learning from other learning sources; and (3) future researchers may conduct the same kind of research with different sample and condition.

Keywords : Guided Discovery Learning, Influence, Recount, Self-actualization, Writing